Game…Over?

As I was reading the Sydney Morning Herald this morning, I came across an interesting article in the ‘Good Weekend’ section titled ‘Game Over’. This article was an interview of Susan Greenfield, a specialist in brain degeneration, who was arguing that computer games are causing children to lose their personal identity. Greenfield’s argument is based on her belief that “spending inordinate quantities of time in the interactive, virtual, two-dimensional cyberspace realms of the screen” is depriving young people of “moral agency, imagination and awareness of consequences’”. She goes on to say that young attain enriched identities “through the world of focused conversation, nursery rhyme repetition, recitation and rote learning, of reading and writing interspersed with bouts of physical activity”; not through computer play.

This article brings me to ask myself whether it is possible that IT is creating a ‘hedonistic, mindless generation’. After giving this query much thought and consideration, I have come to the conclusion that while this might be true to particular computer games (such as those which encourage violence and crime) it does not relate to all of them (especially not to simulation and adventure games). From previous articles I have examined, I have developed a keen awareness of the wonderful benefits certain video games can provide children, including the development of their strategic thinking and planning skills, as well as an improvement in their mathematics, reading and spelling skills. Hence, I think that Susan Greenfield should be more specific in exactly which games are harmful before slandering all of them as destructive to a child’s personal identity, so as to prevent any children being deprived the joy and educational value of engaging in adventure and simulation games by their parents and/or teachers who may act on her word.

Source: http://www.spaceforideas.uk.com/IsolatedStorage/5f544d60-45d1-46fe-865d-76726a3ed822/ContentAssets/Images/Susan%20Greenfield.jpg

Motivation is the key

I found Wang, S. & Han, S. (2001) “Six C’s of Motivation” very informative in providing me with the knowledge of the best way to motivate kids in the classroom. Cathie has provided and excellent summary of each of these strategies in her posting titled 6 C’s of Motivation. Naturally, I have already engaged in most of these strategies during my practicum last year, but it was interesting to read all the explanations for why these particular strategies are so successful in helping motivate kids. I think what makes theses strategies so simple to use when teaching, as mentioned in the reading, is that they are “extremely flexible and can be modified and adapted” where necessary.

In my opinion, student-centered lessons are paramount, and I will attempt to implement the 6 strategies of motivation into my classroom teaching by focusing on students’ particular interests and needs. In addition to this, I hope also to keep track of each student’s progress by assessing them and then providing them with appropriate feedback so that they are able to set themselves meaningful learning goals based on their personal abilities and thus be motivated to take an interest in their own learning.

Equilibrium

In Cathie Wing Blog posting, “Impact of Technology”, I completely agree with her thoughts that despite the positive impact technology has had on student learning according to research done in 2005, it does not mean that it should override “pen and paper and face-to-face interaction”. Like Cathie, I believe there needs to be a balance between both mediums to truly benefit a child’s learning of the world in which he/she is living.

Cathie’s posting appealed to me because it was very succinct and precise in mentioning the beneficial impacts of technology. However, I would’ve liked it if she also gave reasons for why there needs to be a balance between both traditional and technological teaching. I too agree with this belief, but have trouble in giving good reasoning to such a claim. I suppose I feel that with the more creative art subjects, computer aid should be more limited and there should be instead on using traditional materials (such as paints and clay in Visual Arts and musical instruments in Music). I find that yes, technology can engage children in creative play, but traditional materials do a better job at encouraging children to use their imagination.

Nothing Strange About Change!

According to Bianca Ritky, change should be a familiarity when it comes to a teacher’s entire career. After reading Bianca’s response to Sarah Fallon’s article, “All the World’s a Stage: Teaching through on line journal” I thought she made a valid point in saying that teachers spend their entire career adjusting to changes, such as that of dealing with new students, units of work, topics and so on, so why should they be fighting change in a technological sense? If blogging provides children with a choice and place to share their opinions with other children, as Bianca mentions, why combat it? I think teachers who try to avoid incorporating technology into their classroom should rethink about what they are really preparing their students for. By now, I would have hoped that it was evident to all teachers that the society in which we reside is incredibly technology advanced, so unless we are to familiarise our students with technology, how else are we suppose to expect them to contribute successfully to a society so devout to technology?

I enjoyed reading Bianca’s blog posting in regards to Sarah Fallon’s article, because it provides readers with a positive outlook on blogging. Her final statement, “Be the promoters of change” in my opinion, should be heard and followed by every teacher who has access and the ability to incoprorate technology into their classrooms.

What Makes A Good Kid’s Website

This is a podcast I have recorded based on Idet Harel’s “What Makes A Good Kid’s Website“. Click on the link below to hear it.

What Makes A Good Kid’s Website

Creative Play Should Occur Everyday!

After listening to “Creative Play“, a podcast of the interview with Mitch Resnick, a professor at MIT’s Media Lab, I have even more respect for technology than I did before. As a child care worker in a local before and after school care, I have had plenty of experience being in the presence of children when they are engaging in creative play. I think what makes it so enjoyable for the children is that they’re challenging themselves by experimenting and exploring without even realising that they have “learnt a full set of rich learning experiences in the process” (Resnick).

Mitch Resnick also talks about the ultimate goal of creative play for kids as not just having them grow up to be successful in the workforce, but also giving them the confidence to express their own ideas to the world, have control of their life and become active participants in society in which they are living. I found this to be an incredibly strong argument for encouraging creative play amongst children, as what more could we possible want from our children?

Naturally, creative play does not necessarily have to involve technology, but as Mitch mentions, combining computers with traditional construction kits, helps to “enlarge the learning opportunities for kids” by helping them become lifelong learners where they are able to think of solutions to new problems which will arise in our ever-changing future.